Structured data has been a major component of web resources since the very beginning of the web. Metadata that was originally mostly meant for display purposes gradually expanded to incorporate the semantic content of a page. Until now semantic data on the web has mostly focused on factual knowledge, namely trying to capture “what humans know”. This thesis instead focuses on procedural knowledge, or in other words, “how humans do things”, and in particular on step-by-step instructions. I will present a semantic framework to capture the meaning of sets of instructions with respect to their potential execution. This framework is based on a logical model which I evaluated in terms of its expressiveness and it compatibility with existing languages. I will show how this type of procedural knowledge can be automatically acquired from human-generated instructions on the web, while at the same time bridging the semantic gap, from unstructured to structured, by mapping these resources into a formal process description language. I will demonstrate how procedural and factual data on the web can be integrated automatically using Linked Data, and how this integration results in an overall richer semantic representation. To validate these claims I have conducted large scale knowledge acquisition and integration experiments on two prominent instructional websites and evaluated the results against a human benchmark. Finally, I will demonstrate how existing web technologies allow for this data to seamlessly enrich existing web resources and to be used on the web without the need for centralisation. I have explored the potential uses of formalised instructions by the implementation and testing of concrete prototypes which enable human users to explore know-how and collaborate with machines in novel ways.

In 2018 the government of Sweden decided to include programming in elementary school. Therefore, the purpose of this report was to investigate whether or not the current Swedish third-grade programming curriculum was appropriate or not, and also to evaluate the viability of including a few additional programming concepts in the teaching material for grade three. To achieve this goal, a game incorporating Gamification was developed in order to assist in the teaching of these concepts, as well as the current curriculum, to a group of third-graders from a swedish school. There were 87 participants introduced to the different programming concepts by playing the game during theoretical lectures. The results suggests that the current curriculum can be expanded upon, and also that the additional concepts all seemed to be viable extensions. However, we believe that more research needs to be conducted in order to draw any definite conclusions. / År 2018 beslutade Sveriges regering att inkludera programmering i grundskolan. Syftet med denna rapport var därför att undersöka huruvida den nuvarande svenska programmeringskriterierna för årskurs tre är lämplig eller inte, samt att utvärdera möjligheten att inkludera några ytterligare programmeringskoncept i undervisningen för årskurs tre. För att uppnå detta mål utvecklades ett spel som innefattade Spelifiering (engelska: Gamification) för att underlätta undervisningen av dessa begrepp, såväl som den aktuella läroplanen, till en grupp av tredjeklassare från en svensk skola. Det var 87 deltagare som introducerades till de olika programmeringskoncepten genom att spela spelet under teoretiska föreläsningar. Resultaten tyder på att den nuvarande läroplanen kan utökas med koncepten som undersöks i denna studie. Vi tror emellertid att mer forskning måste genomföras för att dra några konkreta slutsatser.